Building traditional skills in drawing and painting is emphasized through study of proportion, value, color mixing, and space. Principles of balance and unity in 2-D and 3-D are explored through constructing tactile collages and paper sculptures. In literacy infused lessons, students connect word choice, detail, narrative and figurative language with images.

The K-6 lesson handbooks were originally produced for the Lake Washington School District with grants from 4culture and ArtsWA. Encourage your colleagues, other schools, and organizations to use these materials for non-commercial, educational purposes at no cost by downloading their own copy at: http://artsedwashington.org/portfolio-items/alic-2

Skills are refined through making pen and ink drawings, watercolor paintings, and sculptures focusing on proportion, value, and scale. Translating words into pictures and pictures into words is investigated through depicting setting, combining shapes for meaning, using color for mood and responding to art. Students also create prints and then explain the printmaking procedure in writing.

\The K-6 lesson handbooks were originally produced for the Lake Washington School District with grants from 4culture and ArtsWA. Encourage your colleagues, other schools, and organizations to use these materials for non-commercial, educational purposes at no cost by downloading their own copy at: http://artsedwashington.org/portfolio-items/alic-2

This creative start introduces concepts of line variety, geometric shape, actual texture, primary color, and pattern through exploratory drawing, painting, collage, and stamping. In literacy infused lessons, students make decorative letters, identify word sequence, analyze visual clues, and develop pictures by linking words and images.

The K-6 lesson handbooks were originally produced for the Lake Washington School District with grants from 4culture and ArtsWA. Encourage your colleagues, other schools, and organizations to use these materials for non-commercial, educational purposes at no cost by downloading their own copy at: http://artsedwashington.org/portfolio-items/alic-2

A puzzling caricature, probably dealing with Reconstruction under Andrew Johnson's administration. The work is quite crudely drawn. An acrobat, with mustache and sideburns and wearing a jester's cap, holds in each hand a mask, one grinning and one frowning. His legs stretch from the head of Pennsylvania congressman Thaddeus Stevens, who holds a paper labeled "Committee of 15" and is seated on a black man, who crawls on all fours, to the head of an unidentified man (probably Johnson) who holds the U.S. Constitution. The latter's back is turned to the viewer and several geese, some alive and some dead, appear at his feet. Stevens, an abolitionist, was one of the most prominent members of the Joint Committee on Reconstruction, composed of fifteen members of Congress. The fool remarks, "As yet, I have found no difficulty in standing upon my own platform."|Entered according to Act of Congress June 8th 1866.|Title appears as it is written on the item.|Weitenkampf, p. 153.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1866-3.

Students use a source text from IEW's Ancient History-Based Writing Lessons to write a two-paragraph essay about Ashurbanipal's Library from a keyword outline. There is also a linked art history video from OER Commons entitled "Palace Decoration of Ashurbanipal" to give more interesting background on King Ashurbanipal.

Organized around the compelling question "How have Asian Americans and Pacific Islanders engaged civically and contributed to U.S. culture?" and grounded in inquiry-based teaching and learning, this lesson brings history, civics, and the arts together to learn about the experiences and perspectives of Asian Americans and Pacific Islanders (AAPI) in U.S. history. Primary sources, literature, and works of art created by AAPI individuals and related organizations provide an historical as well as contemporary context for concepts and issues including civic participation, immigration, and culture.

Journalist and poet Asieh Amini is a leading voice in the campaign to end stoning and juvenile executions in Iran.

This resource is from a collection of biographies of famous women. It is provided by the National Women's History Museum, and may include links to supplemental materials including lesson plans about the subject and related topics, links to related biographies, and "works cited" pages. The biographies are sponsored by Susan D. Whiting.

The artist conveys some of the profound disappointment and anger among Henry Clay's many supporters at the nomination of Zachary Taylor at the June 1848 Whig convention in Philadelphia. The convention's act was seen as a betrayal of the elder Whig statesman. In a scene based on act 3, scene 1 of Shakespeare's "Julius Caesar," the artist portrays Clay's opponents as treacherous conspirators stalking the unsuspecting statesman. Clay is pictured seated in the library of his estate at Ashland in Kentucky, reading the New York "Tribune," whose editor Horace Greeley was a Clay stalwart. Ten men with raised daggers prepare to attack him from behind. These include various Whig powers Daniel Webster, editor James Watson Webb, former New York mayor William V. Brady, Pennsylvania congressman David Wilmot, Kentucky senator and former Clay ally John J. Crittenden, and New York state party boss Thurlow Weed. Webster: "How many times shall Caesar bleed in sport" Webb: "Liberty! Freedom! Tyranny is dead!!!" Wilmot: "Go to the Pulpit Brutus" Brady: "And you too Cassius" Crittenden: "Stand fast together, lest some friend of Caesar's Should Chance" Weed: "By the necessity of my Nature, Your Enemy".|Drawn by "W.J.C."|Entered . . . 1848 by H.R. Robinson.|Published by H.R. Robinson 31 Park Row, (Opposite the Park Fountain) N. York.|Title appears as it is written on the item.|Lorant, p. 188.|Weitenkampf, p. 93.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1848-22.

Students design and develop a useful assistive device for people challenged by fine motor skill development who cannot grasp and control objects. In the process of designing prototype devices, they learn about the engineering design process and how to use it to solve problems. After an introduction about the effects of disabilities and the importance of hand and finger dexterity, student pairs research, brainstorm, plan, budget, compare, select, prototype, test, evaluate and modify their design ideas to create devices that enable a student to hold and use a small paintbrush or crayon. The design challenge includes clearly identified criteria and constraints, to which teams rate their competing design solutions. Prototype testing includes independent evaluations by three classmates, after which students redesign to make improvements. To conclude, teams make one-slide presentations to the class to recap their design projects. This activity incorporates a 3D modeling and 3D printing component as students generate prototypes of their designs. However, if no 3D printer is available, the project can be modified to use traditional and/or simpler fabrication processes and basic materials.

An activity combining language and science to encourage students to think about the night sky to help them write a poem related to astronomy.

What drives changes to classic myths and fables? In this lesson students evaluate the changes Disney made to the myth of "Hercules" in order to achieve their audience and purpose.

Students will present their final writings to the class, who will discuss and grade the effectiveness of each product on its focus on the designated audience.

The National Union Convention met in Philadelphia in August 1866 to create a political party that would back President Andrew Johnson's Reconstruction program and to elect a new Congress. Here, the convention is portrayed as a gathering of muzzled dogs, their collars inscribed with state names, who file toward a large doghouse, the "Wigwam." Except for the unwelcome arrival of Copperheads or Peace Democrats Fernando Wood and C. L. Vallandigham, the meeting was surprisingly harmonious even with the participation of representatives from both North and South. Here two dogs, "Massachusetts" and "South Carolina," side by side, lead the pack toward the Wigwam. Wood and Vallandigham are portrayed as cats, each held by the scruff of its neck by guard dogs Edgar Cowan and J. R. Doolittle. At bottom left stands a dog with a brush and a pail marked "N.Y. Times" tied to its tail. In the background "The Dead Dog of The White House," incumbent Andrew Johnson, lies in the road in front of the presidential mansion, which flies from its roof an American flag labeled "My Policy." "My Policy" was Johnson's campaign catchword. The Philadelphia movement ultimately failed, and anti-Johnson Republicans achieved more than a two-thirds majority in both houses of Congress. |Title appears as it is written on the item.|Weitenkampf, p. 154.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1866-4.

    During this lesson, students will learn more about their favorite authors by researching them on the Internet and presenting to the class, school, and community. Students will learn biographical information about their authors, the inspiration behind their stories and identify their authors’ different styles of writing.   

Students will practice looking at a topic from multiple points of view, and will discuss whose voices are amplified and whose voices are silenced.   This lesson is part of a media unit curated at our Digital Citizenship website called "Who Am I Online?".  

Again partisan bitterness, over the perceived Whig betrayal of Henry Clay's hopes for the presidential nomination and over subsequent efforts to obtain Clay's endorsement of Zachary Taylor's candidacy, is vented in this scene. The "available" label is applied in a pejorative sense, suggesting a party whose choice of a candidate was guided not by principles but by public image or popularity. Henry Clay is seated at a desk before three men who present him with a document that reads: "MR. CLAY, we have called on you to humbly request that you will state to your Friends, that you approve of the Philadelphia Convention, and that you Endorse General Taylor as a good Whig." William V. Brady, former mayor of New York City, stands closest to Clay and explains, "Mr. Clay while I was Mayor of the City of New York I used all the Influence I had to have you nominated, you have always been my first choice." Seated in a chair at far right is Senator John J. Crittenden, who urges Brady to tell Clay ". . . that he was our first Choice." Standing next to Brady, holding the endorsement document, is James Watson Webb, publisher of the New York "Courier & Enquirer. " He warns, "hold your tounge [sic] Crittenden you will ruin every thing." Clay responds to their request, "Gentlemen I cannot endorse a note that the drawer himself has not signed," a cunning reference to Taylor's well-known reluctance to specifically commit himself to Whig principles. Portraits of George Washington and Thomas Jefferson hang on the wall behind Clay. |Drawn by "W.J.C."|Entered . . . 1848 by H.R. Robinson.|Published by H.R. Robinson 31, Park Row directly opposite the Park Fountain, adjoining Lovejoys Hotel.|Title appears as it is written on the item.|Weitenkampf, p. 93.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1848-23.

We may be leaving out information or disregarding it because it doesn't conform with our own beliefs.  Students will learn about confirmation bias, different perspectives and how to avoid confirmation bias.  This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?". 

Description: This course pack is designed to meet the learning outcomes for Adult Literacy Fundamental English Level 1 (roughly equivalent to beginner to grade 1.5 in the K-12 system). Every of the nine chapters includes a level-appropriate, high-interest reading of approximately 100 words. The readings are freely available in a separate reader with convenient links to the readings in each chapter of this course pack. The online version of this course pack also contains audio recordings of each story in the reader. These recordings, combined with vocabulary and word pattern exercises, prepare the Level 1 student to read each paragraph-long text with greater independence. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This course pack has been reviewed by subject experts from colleges and universities.

Students will examine how patriotism comes in many forms through an analysis of the short film "Patriotism and Protest." In the film, experts and Minidoka survivors highlight how the infamous "loyalty questionnaire" during WWII divided the Japanese American community.   

Students will examine how news outlets and government propaganda shaped war hysteria and racism against Japanese Americans during WWII. In the short film, "Power of the Press," students will learn about the pre-war racism against Asian Americans and how community allyship can have a profound effect in combating propaganda.